During the development of assessments, my partner Tim Stark and I looked for ways to create meaningful connections for our students to the content. Our summative assessment, which will be a short essay question will allow our students to use all the information they learned and answer the driving questions about how government effects our freedoms and opportunities. This open ended question allows students to take a personal interest in answering it, not just writing simple facts they learned about causes and effects.
Feedback will be provided early and often to allow our students to grow in their knowledge and feel comfortable with the next assignment. Each formative assessment will connect to the previous. By using the book The Wall by Peter Sis students will read a first hand account of what it was like growing up during the Cold War. Then during their interview process they will get an American perspective of life during the Cold War to make a comparison.
The use of self-assessments will allow our students to work on self-improvement. Hopefully the assignment rubric and self-assessment will match to ensure the student is under the same impression of expectations. One way I might adjust during this assignment is allowing the students to set individual goals at the beginning to strive for throughout the project. Another addition might be to add a pre-test to see where their knowledge is at before and at the conclusion of the project. I am hoping that during the discussion of the Cold War that the students will be expressing their knowledge verbally in class with various prompts.
Link to Life Under Oppression Assessments
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